Viet Nam: Upper Secondary and Professional Teacher Development

Sovereign Project | 37622-013

Summary

The goal of the project is to help reduce poverty in Viet Nam by improving the quality of upper secondary and professional secondary education thereby producing a better-qualified and more productive work force. The outcomes of the project will be: (i) improved quality of upper secondary and professional secondary pre-service and in-service teacher training; (ii) expanded access to upper secondary and professional teacher development; (iii) strengthened capacity for planning, management, and delivery of teacher training for upper secondary and professional secondary education; and (iv) improved facilities to strengthen instructional capability in teacher training institutions. The Project will enhance training quality, efficiency, access and equity, and management. It will sponsor a nationwide teacher development system to integrate pre-service and in-service training.

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Project Name Upper Secondary and Professional Teacher Development
Project Number 37622-013
Country Viet Nam
Project Status Closed
Project Type / Modality of Assistance Loan
Source of Funding / Amount
Loan 2298-VIE: Upper Secondary and Professional Teacher Development
Asian Development Fund US$ 34.00 million
Strategic Agendas Inclusive economic growth
Drivers of Change Governance and capacity development
Sector / Subsector Education - Education sector development - Secondary - Secondary - social protection initiatives
Gender Equity and Mainstreaming Gender equity
Description The goal of the project is to help reduce poverty in Viet Nam by improving the quality of upper secondary and professional secondary education thereby producing a better-qualified and more productive work force. The outcomes of the project will be: (i) improved quality of upper secondary and professional secondary pre-service and in-service teacher training; (ii) expanded access to upper secondary and professional teacher development; (iii) strengthened capacity for planning, management, and delivery of teacher training for upper secondary and professional secondary education; and (iv) improved facilities to strengthen instructional capability in teacher training institutions. The Project will enhance training quality, efficiency, access and equity, and management. It will sponsor a nationwide teacher development system to integrate pre-service and in-service training. The project will provide targeted support to: (i) TTIs in ethnic minority areas; (ii) ethnic minority students, particularly women; and (iii) TTIs in areas of rapid economic growth.
Project Rationale and Linkage to Country/Regional Strategy ADB has a long history of support to the education sector in Viet Nam. In recent years, ADB has provided substantial assistance for secondary education. The Government attaches high priority to secondary education and plans to gradually expand compulsory education up to the secondary level by 2015. The Socio economic development plan 2006-2010 emphasizes improving the quality of human resources as key to economic development. Improving the quality of education is, in turn, essential for improving the quality of human resources and therefore, in sync with the country's development goals and strategies. The Project will complement ADB's support to secondary education in Viet Nam, in particular its upper secondary education project approved in 2002. It is also within the framework of the secondary education master plan. The Project is included in the CSP Update for 2006-2008.
Impact Improved quality of secondary education
Project Outcome
Description of Outcome Improved quality of upper secondary and professional secondary pre-service and in-service teacher training, and expanded access to teacher training for ethnic minority students, particularly girls.
Progress Toward Outcome

The following results were achieved at outcome level:

" 17 TTIs have benefited through i) improved quality of US and PS pre-service and in-service teacher training programs; (ii) expanded access for ethnic minorities, particularly women, to US and PS teacher development; (iii) strengthened capacity for planning, management, and delivery of teacher training for US and PS; and (iv) improved facilities to strengthen instructional capability.

" 5 TTIs have developed as lead universities with improved facilities and have provided models in content and methods of in-service training courses.

" 6 TTIs in ethnic minority areas have improved facilities and updated equipment. 6 TTIs in areas with high demand for teachers received improved facilities and updated equipment.

" 5,044 scholarships were provided to ethnic minority students to become US and PS teachers of which 3,176 (63.5%) were awarded to females.

Implementation Progress
Description of Project Outputs

1. Improve Quality:

a-Preservice: 1.1-Develop 5 TTIs to serve as lead universities to model new pedagogical approaches to teacher training, 1.2-Align teacher training curriculum with the school curriculum, 1.3-Improve content and methodology of training programs, 1.4-Improve teacher competencies in information technology through preservice programs.

b-In-service: 1.5-Provide a systematic national program of in-service support for all US and PS teachers, 1.6-Provide induction program for beginner teachers, 1.7-Enhance relevance of content and methods in all US and PS in-service training, 1.8- Develop improved training programs for teachers working in US and PS schools who do not meet professional requirements.

2. Expand Access to US and PS Teacher Development

2.1-Expand physical facilities of TTIs in ethnic minority areas, 2.2-provide scholarship to ethnic minority students, particularly women, 2.3-improve preparation and bridging courses for ethnic minorities particularly women.

3. Strengthen Capacity

3.1-Develop a comprehensive policy framework for teacher education, 3.2-Provide quality assurance through accreditation of training programs, 3.3-strengthening capacity for educational planning and management, 3.4 Develop teacher profiles for enhancing teacher performance.

4. Improve Facilities and Equipments

4.1-Develop 5 TTIs as lead universities, 4.2-Improve facilities for teacher training

Status of Implementation Progress (Outputs, Activities, and Issues)

All the project's outputs and activities were completed with the following main achievements:

Output 1:

" Lead Universities provided models in content and methods of in-service training courses.

" Partnership Workshop involving 80 participants held and resulted in publication of 3 documents on methods for establishing partnerships.

" 34 TTI subjects aligned with new school curriculum were completed for the training of US and PS teachers.

" ICT Training provided for 8,170 teacher trainees between December 2011 and November 2012. Training on ICT application in English teaching provided for 191 US teachers and 300 PS teachers.

" Induction Program for US Beginner Teachers was developed including materials for 15 courses covering all subjects in US school plus a number of other topics.

Output 2:

" 23/23 civil works packages for 17 TTIs completed (100% put into use). The quality of construction has been proved by Monitoring and Evaluation Report. Upgraded facilities and provided equipment to cater to increased enrollment of ethnic minority students provided in the 6 TTIs .

" Scholarships were provided to 5,044 ethnic minority students of which 3,176 (63.5%) of the scholarships were awarded to females.

" Ethnic-minority related materials were developed: i) policies for ethnic minority students and boarding students in US programs; ii) Pre-university study materials in 11 subjects; and iii) In-service materials on knowledge, skills, culture, language, and customs of ethnic minority students for information to lecturers involved in pre-university studies.

Output 3:

" 6 regulations and 2 instructions provide regulatory framework for TTIs to improve the quality management of pre-service and in-service teacher training. Circular 49/2012/TT-BGDT issued 12 December 2012 on standards for assessing the quality of secondary teacher training programs at university level. Circular No. 23/2011/TT-BGDT issued 6 June 2011 on quality assessment of Technical Education for PS teachers training curricula. Letter No. 1522/KTKCLGD-KH (issued 28 December 2012) on how to use a set of criteria in assessment of technical education curriculum at university level.

" 105 individuals involved in the piloting of principal standards for US schools. Training provided for 567 key teachers on application of the standards followed by training for 4,567 individuals from all 63 provinces. The development and implementation of standards for Directors of Continuous Education Centers involved the training of 377 individuals nation-wide.

" Materials developed and strategic training provided for a series of 6 workshops on upgrading of knowledge and skills related to planning and management involving 3,710 US and PS principals and CEC managers. A total of 80.3% of participants rated this training as very good or good.

" Profiles (standards) for US/PS teachers were done.US teacher standards were finalized 2010. In March 5, 2012 MOET issued Circular 08/2012/TT-BGDDT on PS teacher competence Standards. MOET issued Official Documents No. 3010/BGDDT- GDDG dated 21 May 2012 and 3356/BGDT GDH dated 1 June 2012 to allow the use of 02 standard output frameworks for Upper Secondary and Professional teachers training. Standards for Directors of Continuing Education Centers at provincial and district levels were finalized.

Geographical Location Thai Nguyen, Hoa Binh, Hanoi, Vinh, Hue, Da nang, Quy Hon, Buon Ma Thuot, Da Lat,Dong Thap, Long Xuyen Can Tho, Ho Chi Minh City
Safeguard Categories
Environment C
Involuntary Resettlement C
Indigenous Peoples C
Summary of Environmental and Social Aspects
Environmental Aspects
Involuntary Resettlement
Indigenous Peoples
Stakeholder Communication, Participation, and Consultation
During Project Design
During Project Implementation The project's outcome and outputs have been closely consulted and shared with key stakeholders both in central and local governmental agencies. The last review mission was fielded in June 2013.
Business Opportunities
Consulting Services A total input of 132 person-months of international consulting and 492 person-months of domestic consulting is planned. The selection and engagement of consulting services to be financed under the Project will be done in a single package, using the quality and cost based selection method, in accordance with ADB's Guidelines on the Use of Consultants and other arrangements satisfactory to ADB for the engagement of domestic consultants. The consulting services are designed to support the Project as well as build longer-term capacity of the departments and institutions responsible for the formulation of policy, and management and delivery of pre-service and in-service teacher training at Upper Secondary and Professional Secondary levels. The consulting services cover broad areas of expertise that include (i) policy reform, (ii) teacher education pre-service and in-service curriculum and instructional material design, (iii) accreditation procedures, (iv) teacher registration procedures, (v) data collection and analysis, (vi) ICT curriculum, (vii) Educational Management Information System development, and (viii) facilities and equipment improvement.
Procurement

All ADB-financed goods and services will be procured in accordance with ADB's Guidelines for Procurement. The National Project Implmentation Unit, in close cooperation with relevant Teacher Training Institutes (TTIs), will be responsible for all procurement. Equipment and Materials. Supply contracts for goods estimated at $1 million equivalent or more will be awarded on the basis of international competitive bidding. Supply contracts for goods such as vehicles and computers (other than instructional materials) of less than $1 million but more than $100,000 will follow national local competitive bidding (NCB) procedures. Minor items costing less than $100,000 equivalent may be procured by shopping. Details of procurement packages and technical specifications will be submitted for ADB approval before procurement. Ministry of Education and Training will take advance procurement action to expedite project implementation. ADB's concurrence to advance action does not commit ADB to finance related expenditure under the project or to finance the project.

Project civil works will consist of construction of: (i) accommodation and canteen facilities for an increased enrollment of trainees from ethnic minorities, particularly girls, at three TTIs; and (ii) for enhanced instructional facilities and equipment (such as libraries, Information Technology, laboratories, and technical hardware) as identified at the selected TTIs. The civil works will be spread over fourteen sites with at least one site in each region. All civil works will be carried out using national competitive bidding (NCB) procedures.

Responsible ADB Officer Eiko Izawa
Responsible ADB Department Southeast Asia Department
Responsible ADB Division Viet Nam Resident Mission
Executing Agencies
Ministry of Education and TrainingDr. Vu Quoc Chungvqchung@gmail.comMinistry of Education and Training, 49 Dai Co Viet Str., Hanoi, Viet Nam
Timetable
Concept Clearance 30 Aug 2005
Fact Finding 28 Nov 2005 to 09 Dec 2005
MRM 25 Jan 2006
Approval 18 Dec 2006
Last Review Mission -
PDS Creation Date 28 Feb 2006
Last PDS Update 30 Sep 2014

Loan 2298-VIE

Milestones
Approval Signing Date Effectivity Date Closing
Original Revised Actual
18 Dec 2006 16 Apr 2007 10 Jul 2007 31 Dec 2012 31 Dec 2013 19 Jun 2014
Financing Plan Loan Utilization
Total (Amount in US$ million) Date ADB Others Net Percentage
Project Cost 43.18 Cumulative Contract Awards
ADB 34.00 18 Dec 2006 33.45 0.00 100%
Counterpart 9.18 Cumulative Disbursements
Cofinancing 0.00 18 Dec 2006 33.45 0.00 100%
Status of Covenants
Category Sector Safeguards Social Financial Economic Others
Rating - - - - - Satisfactory

Safeguard Documents

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Evaluation Documents

See also: Independent Evaluation

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